Non-native English Speaking Teachers’ Subjectivities and Colombian Language Policies: A Narrative Study
This article reports the results of a study whose purpose was to trace the configuration of professional subjectivities by analyzing the narratives of four Colombian non-native English speaking teachers in the framework of language policies. In this qualitative-narrative study we used written narrat...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2018 |
| País: | Colombia |
| Institución: | Universidad Nacional de Colombia |
| Repositorio: | Repositorio UN |
| Idioma: | español |
| OAI Identifier: | oai:repositorio.unal.edu.co:unal/66860 |
| Acceso en línea: | https://repositorio.unal.edu.co/handle/unal/66860 http://bdigital.unal.edu.co/67888/ |
| Access Level: | acceso abierto |
| Palabra clave: | 37 Educación / Education 8 Literatura y retórica / Literature Dichotomy language policies narratives native English speaker teachers non-native English speaking teachers subjectivities dicotomía narrativas profesores nativos profesores no nativos subjetividades |
| Sumario: | This article reports the results of a study whose purpose was to trace the configuration of professional subjectivities by analyzing the narratives of four Colombian non-native English speaking teachers in the framework of language policies. In this qualitative-narrative study we used written narratives and narrative interviews as instruments to collect data from the participants who work in different universities and schools in Colombia. Their stories were analyzed using short story analysis, and the results allowed us to identify a core category: Re-creating the self: An entangled, changeable and endless process which shows that the subjectivities are influenced by others, teachers go through processes of acceptance or rejection when configuring them, and knowledge and reflection play an important role. |
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